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collaborative work</title> <meta name="description" content="Search results for: collaborative work"> <meta name="keywords" content="collaborative work"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="collaborative work"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14299</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: collaborative work</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14299</span> Challenges to Collaborative Learning in Architectural Education in the Middle East</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizmol%20Mathew">Lizmol Mathew</a>, <a href="https://publications.waset.org/abstracts/search?q=Divya%20Thomas"> Divya Thomas</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiney%20Rajan"> Shiney Rajan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational paradigm all over the globe is undergoing significant reform today. Because of this, so-called flipped classroom model is becoming increasingly popular in higher education. Flipped classroom has proved to be more effective than traditional lecture based model as flipped classroom model promotes active learning by encouraging students to work on in collaborative tasks and peer-led learning during the class-time. However, success of flipped classrooms relies on students’ ability and their attitudes towards collaboration and group work. This paper examines: 1) Students’ attitudes towards collaborative learning; 2) Main challenges to successful collaboration from students’ experience and 3) Students’ perception of criteria for successful team work. 4) Recommendations for enhancing collaborative learning. This study’s methodology involves quantitative analysis of surveys collected from students enrolled in undergraduate Architecture program at Qatar University. Analysis indicates that in general students enrolled in the program do not have positive perceptions or experiences associated with group work. Positive and negative factors that influence collaborative learning in higher education have been identified. Recommendations for improving collaborative work experience have been proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20work" title=" group work"> group work</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Middle%20East" title=" Middle East"> Middle East</a>, <a href="https://publications.waset.org/abstracts/search?q=Qatar" title=" Qatar"> Qatar</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20experience" title=" student experience"> student experience</a> </p> <a href="https://publications.waset.org/abstracts/72345/challenges-to-collaborative-learning-in-architectural-education-in-the-middle-east" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14298</span> Design and Implementation of Collaborative Editing System Based on Physical Simulation Engine Running State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Songning">Zhang Songning</a>, <a href="https://publications.waset.org/abstracts/search?q=Guan%20Zheng"> Guan Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Ci%20Yan"> Ci Yan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ding%20Gangyi"> Ding Gangyi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The application of physical simulation engines in collaborative editing systems has an important background and role. Firstly, physical simulation engines can provide real-world physical simulations, enabling users to interact and collaborate in real time in virtual environments. This provides a more intuitive and immersive experience for collaborative editing systems, allowing users to more accurately perceive and understand various elements and operations in collaborative editing. Secondly, through physical simulation engines, different users can share virtual space and perform real-time collaborative editing within it. This real-time sharing and collaborative editing method helps to synchronize information among team members and improve the efficiency of collaborative work. Through experiments, the average model transmission speed of a single person in the collaborative editing system has increased by 141.91%; the average model processing speed of a single person has increased by 134.2%; the average processing flow rate of a single person has increased by 175.19%; the overall efficiency improvement rate of a single person has increased by 150.43%. With the increase in the number of users, the overall efficiency remains stable, and the physical simulation engine running status collaborative editing system also has horizontal scalability. It is not difficult to see that the design and implementation of a collaborative editing system based on physical simulation engines not only enriches the user experience but also optimizes the effectiveness of team collaboration, providing new possibilities for collaborative work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physics%20engine" title="physics engine">physics engine</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20technology" title=" simulation technology"> simulation technology</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20editing" title=" collaborative editing"> collaborative editing</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20design" title=" system design"> system design</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20transmission" title=" data transmission"> data transmission</a> </p> <a href="https://publications.waset.org/abstracts/178976/design-and-implementation-of-collaborative-editing-system-based-on-physical-simulation-engine-running-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178976.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14297</span> Implementation of the Collaborative Learning Approach in Learning of Second Language English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashwini%20Mahesh%20Jagatap">Ashwini Mahesh Jagatap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the language learning strategy with respect to speaking skill with collaborative learning approach. Collaborative learning has been proven to be efficient learning methodology for all kinds of students. Students are working in groups of two or more, reciprocally searching for understanding, Solutions, or meanings, or creating a product. The presentation highlights the different stages which can be implemented during actual implementation of the methodology in the class room teaching learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20classroom" title="collaborative classroom">collaborative classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning%20approach" title=" collaborative learning approach"> collaborative learning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching" title=" traditional teaching"> traditional teaching</a> </p> <a href="https://publications.waset.org/abstracts/23125/implementation-of-the-collaborative-learning-approach-in-learning-of-second-language-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">573</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14296</span> The Changing Trend of Collaboration Patterns in the Social Sciences: Institutional Influences on Academic Research in Korea, 2013-2016</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ho-Dae%20Chong">Ho-Dae Chong</a>, <a href="https://publications.waset.org/abstracts/search?q=Jong-Kil%20Kim"> Jong-Kil Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collaborative research has become more prevalent and important across disciplines because it stimulates innovation and interaction between scholars. Seeing as existing studies relatively disregarded the institutional conditions triggering collaborative research, this work aims to analyze the changing trend in collaborative work patterns among Korean social scientists. The focus of this research is the performance of social scientists who received research grants through the government’s Social Science Korea (SSK) program. Using quantitative statistical methods, collaborative research patterns in a total of 2,354 papers published under the umbrella of the SSK program in peer-reviewed scholarly journals from 2013 to 2016 were examined to identify changing trends and triggering factors in collaborative research. A notable finding is that the share of collaborative research is overwhelmingly higher than that of individual research. In particular, levels of collaborative research surpassed 70%, increasing much quicker compared to other research done in the social sciences. Additionally, the most common composition of collaborative research was for two or three researchers to conduct joint research as coauthors, and this proportion has also increased steadily. Finally, a strong association between international journals and co-authorship patterns was found for the papers published by SSK program researchers from 2013 to 2016. The SSK program can be seen as the driving force behind collaboration between social scientists. Its emphasis on competition through a merit-based financial support system along with a rigorous evaluation process seems to have influenced researchers to cooperate with those who have similar research interests. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coauthorship" title="coauthorship">coauthorship</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=competition" title=" competition"> competition</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperation" title=" cooperation"> cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=Social%20Science%20Korea" title=" Social Science Korea"> Social Science Korea</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a> </p> <a href="https://publications.waset.org/abstracts/77138/the-changing-trend-of-collaboration-patterns-in-the-social-sciences-institutional-influences-on-academic-research-in-korea-2013-2016" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77138.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14295</span> Approaching Collaborative Governance Legitimacy through Discursive Legitimation Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlo%20Schick">Carlo Schick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Legitimacy can be regarded the very fabric of political orders. Up to this point, IR scholarship was particularly interested in the legitimacy of nation-states, international regimes and of non-governmental actors. The legitimacy of collaborative governance comprising public, private and civic actors, however, has not received much attention from an IR perspective. This is partly due to the fact that the concept of legitimacy is difficult to operationalise and measure in settings where there is no clear boundary between political authorities and those who are subject to collaborative governance. In this case, legitimacy cannot be empirically approached in its own terms, but can only be analysed in terms of dialectic legitimation processes. The author develops a three-fold analytical framework based on a dialogical understanding of legitimation. Legitimation first has to relate to public legitimacy demands and contestations of collaborative governance and second to legitimacy claims issued by collaborative governance networks themselves. Lastly, collaborative governance is dependent on constant self-legitimisation. The paper closes with suggesting a discourse analytic approach to further empirical research on the legitimacy of collaborative governance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=legitimacy" title="legitimacy">legitimacy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20governance" title=" collaborative governance"> collaborative governance</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=dialectic%20legitimation" title=" dialectic legitimation"> dialectic legitimation</a> </p> <a href="https://publications.waset.org/abstracts/69366/approaching-collaborative-governance-legitimacy-through-discursive-legitimation-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14294</span> The Collaborative Advocacy Work of Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sora%20Suh">Sora Suh</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Michener"> Catherine Michener</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the collaborative forms of advocacy that a group of four public school teachers took for their emergent bilingual students in one public school district. While teacher advocacy takes many forms in and out of the classroom, much advocacy work is done by individuals and less by collective action. As a result, individual teachers risk isolation or marginalization in their school contexts when they advocate for immigrant youth. This paper is intended to contribute to the documentation and understanding of teachers’ advocacy work as a collaborative act in teacher education research. The increase of ELs in US classrooms and a corresponding lack of teacher preparation to meet the needs of ELs has motivated the training of educators in linguistically responsive education (e.g., ESL, sheltered English instruction [SEI], bilingual education). Drawing from educational theories of linguistically responsive teaching for preparing educators, we trace the linguistically responsive advocacy work of the teachers. The paper is a multiple case study that tracks how teachers’ discussions on advocacy during a teacher preparation program leading to collaborative actions in their daily teaching lives in and out of school. Data collected includes online discussion forums on the topic of advocacy, course assignments on the topic of advocacy, video-audio recordings of classroom teaching observations, and video-audio recordings of individual and focus group interviews. The findings demonstrate that the teachers’ understanding of advocacy developed through collaborative partnerships formed in the teacher preparation program and grew into active forms of collaborative advocacy in their teaching practice in and out of school. The teachers formed multi-level and collaborative partnerships with teachers, families, community members, policymakers from the local government, and educational researchers to advocate for their emergent bilingual students by planning advocacy events such as new family orientations for emergent bilinguals, professional development for general education teachers on the topic of linguistically responsive instruction, and family nights hosted by the district. The paper’s findings present types of advocacy work in which teachers engage (pedagogical, curricular, out-of-school work) and provide evidence of collaborative advocacy work by a group of engaged educators. The paper highlights the increased agency and effective advocacy of teachers through teacher education and collaborative partnerships and suggests a need for more research on collaborative forms of teacher advocacy for emergent bilinguals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20education" title="language education">language education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20advocacy" title=" teacher advocacy"> teacher advocacy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20instruction" title=" language instruction"> language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/152156/the-collaborative-advocacy-work-of-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14293</span> Framework for the Modeling of the Supply Chain Collaborative Planning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20P%C3%A9rez">D. Pérez</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20M.%20E.%20Alemany"> M. M. E. Alemany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work a Framework to model the Supply Chain (SC) Collaborative Planning (CP) Process is proposed, and particularly its Decisional view. The main Framework contributions with regards to previous related works are the following, 1) the consideration of not only the Decision view, the most important one due to the Process type, but other additional three views which are the Physical, Organisation and Information ones, closely related and complementing the Decision View, 2) the joint consideration of two interdependence types, the Temporal (among Decision Centres belonging to different Decision Levels) and Spatial (among Decision Centres belonging to the same Decision Level) to support the distributed Decision-Making process in SC where several decision Centres interact among them in a collaborative manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20planning" title="collaborative planning">collaborative planning</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20view" title=" decision view"> decision view</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20decision-making" title=" distributed decision-making"> distributed decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=framework" title=" framework"> framework</a> </p> <a href="https://publications.waset.org/abstracts/32456/framework-for-the-modeling-of-the-supply-chain-collaborative-planning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32456.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14292</span> A Pedagogical Study of Computational Design in a Simulated Building Information Modeling-Cloud Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaehwan%20Jung">Jaehwan Jung</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Ah%20Kim"> Sung-Ah Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Building Information Modeling (BIM) provides project stakeholders with various information about property and geometry of entire component as a 3D object-based parametric building model. BIM represents a set of Information and solutions that are expected to improve collaborative work process and quality of the building design. To improve collaboration among project participants, the BIM model should provide the necessary information to remote participants in real time and manage the information in the process. The purpose of this paper is to propose a process model that can apply effective architectural design collaborative work process in architectural design education in BIM-Cloud environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BIM" title="BIM">BIM</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title=" cloud computing"> cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20design" title=" collaborative design"> collaborative design</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20design%20education" title=" digital design education"> digital design education</a> </p> <a href="https://publications.waset.org/abstracts/70843/a-pedagogical-study-of-computational-design-in-a-simulated-building-information-modeling-cloud-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14291</span> An Automatic Method for Building Learners’ Groups in Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Bourkoukou">O. Bourkoukou</a>, <a href="https://publications.waset.org/abstracts/search?q=Essaid%20El%20Bachari"> Essaid El Bachari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The group composing is one of the key issue in collaborative learning to achieve a positive educational experience. The goal of this work is to propose for teachers and tutors a method to create effective collaborative learning groups in e-learning environment based on the learner profile. For this purpose, a new function was defined to rate implicitly learning objects used by the learner during his learning experience. This paper describes the proposed algorithm to build an adequate collaborative learning group. In order to verify the performance of the proposed algorithm, several experiments were conducted in real data set in virtual environment. Results show the effectiveness of the method for which it appears that the proposed approach may be promising to produce better outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=building%20groups" title="building groups">building groups</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/78363/an-automatic-method-for-building-learners-groups-in-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14290</span> A Practical Guide to Collaborative Writing Assignments as a Pedagogical Technique in Higher Education Implemented in an Economics Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahia%20Braktia">Bahia Braktia</a>, <a href="https://publications.waset.org/abstracts/search?q=Belkacem%20Braktia"> Belkacem Braktia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collaborative writing is now an established pedagogical technique in higher education. Since most educators do not have training in the design, execution, and evaluation of writing assignments, implementing such tasks has proven difficult. This paper firstly proposes a framework for a collaborative writing assignment based on a literature study and adopting a writing-to-learn concept. It then describes the research undertaken and shows how this framework is implemented in an economics course, at an Algerian university, with undergraduate students. Finally, using a mixed methods design, it examines the students’ perceptions of what they have learned about collaborative writing. Preliminary results show that group assignments will always be a challenge, but with careful planning and structure, a collaborative writing assignment can be used effectively to help students improve their analytical and critical thinking abilities, research and group work skills, as well as writing proficiency. Students have a positive experience of working in a team and identified a wide variety of different team skills that they have learned through the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20assignment" title=" research assignment"> research assignment</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perception" title=" students’ perception"> students’ perception</a>, <a href="https://publications.waset.org/abstracts/search?q=survey" title=" survey"> survey</a> </p> <a href="https://publications.waset.org/abstracts/84573/a-practical-guide-to-collaborative-writing-assignments-as-a-pedagogical-technique-in-higher-education-implemented-in-an-economics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14289</span> Collaborative Online Learning for Lecturers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Doreen%20Lee"> Emily Doreen Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Wee%20Hui%20Yean"> Wee Hui Yean</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper was prepared to see the perceptions of online lectures regarding collaborative learning, in terms of how lecturers view online collaborative learning in the higher learning institution. The purpose of this study was conducted to determine the perceptions of online lectures about collaborative learning, especially how lecturers see online collaborative learning in the university. Adult learning education enhance collaborative learning culture with the target of involving learners in the learning process to make teaching and learning more effective and open at the university. This will finally make students learning that will assist each other. It is also to cut down the pressure of loneliness and isolation might felt among adult learners. Their ways in collaborative online was also determined. In this paper, researchers collect data using questionnaires instruments. The collected data were analyzed and interpreted. By analyzing the data, researchers report the results according the proof taken from the respondents. Results from the study, it is not only dependent on the lecturer but also a student to shape a good collaborative learning practice. Rational concepts and pattern to achieve these targets be clear right from the beginning and may be good seen by a number of proposals submitted and include how the higher learning institution has trained with ongoing lectures online. Advantages of online collaborative learning show that lecturers should be trained effectively. Studies have seen that the lecturer aware of online collaborative learning. This positive attitude will encourage the higher learning institution to continue to give the knowledge and skills required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20online%20learning" title="collaborative online learning">collaborative online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%E2%80%99%20training" title=" lecturers’ training"> lecturers’ training</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a> </p> <a href="https://publications.waset.org/abstracts/1541/collaborative-online-learning-for-lecturers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14288</span> A Collaborative Platform for Multilingual Ontology Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Tawfik">Ahmed Tawfik</a>, <a href="https://publications.waset.org/abstracts/search?q=Fausto%20Giunchiglia"> Fausto Giunchiglia</a>, <a href="https://publications.waset.org/abstracts/search?q=Vincenzo%20Maltese"> Vincenzo Maltese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ontologies provide a common understanding of a specific domain of interest that can be communicated between people and used as background knowledge for automated reasoning in a wide range of applications. In this paper we address the design of multilingual ontologies following well-defined knowledge engineering methodologies with the support of novel collaborative development approaches. In particular, we present a collaborative platform which allows ontologies to be developed incrementally in multiple languages. This is made possible via an appropriate mapping between language independent concepts and one lexicalization per language (or a lexical gap in case such lexicalization does not exist). The collaborative platform has been designed to support the development of the Universal Knowledge Core, a multilingual ontology currently in English, Italian, Chinese, Mongolian, Hindi, and Bangladeshi. Its design follows a workflow-based development methodology that models resources as a set of collaborative objects and assigns customizable workflows to build and maintain each collaborative object in a community driven manner, with extensive support of modern web 2.0 social and collaborative features. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20diversity" title="knowledge diversity">knowledge diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20representation" title=" knowledge representation"> knowledge representation</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/18521/a-collaborative-platform-for-multilingual-ontology-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">392</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14287</span> Learners and Teachers Experiences in Collaborative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bengi%20Sonyel">Bengi Sonyel</a>, <a href="https://publications.waset.org/abstracts/search?q=Kheder%20Kasem"> Kheder Kasem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays technology is growing so fast. Everybody agrees that technology should be enhanced more in educational field in order to achieve maximum level of teaching and learning effectiveness. Collaborative learning is one of the most important subjects that have been discussed widely in the last 20 years. In this growing of technology and the widely spread of e-learning systems most of face-to-face processes are changing to be completely online base. Online collaborative learning considered one of the new feature that applied recently in some e-Learning systems but still there are much differences between face-to-face instance of collaborative learning and what really occur and happen in networked online environment.In this research we will compare face-to-face collaborative learning with online collaborative learning to define the key success for achieving course’s outcomes. We will also study the current teachers and students experience in today e-Learning systems, more specifically in online collaborative system and study them interaction to today’s technology that related to education. We will apply quantitative and qualitative research method in order to get accurate results. Finally we will gather all of our findings, analyze it and try to find the advantages and disadvantages as well as the current problems and possible solutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20by%20doing" title=" learning by doing"> learning by doing</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%20experiences" title=" learners experiences"> learners experiences</a> </p> <a href="https://publications.waset.org/abstracts/32642/learners-and-teachers-experiences-in-collaborative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">525</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14286</span> An Architectural Model of Multi-Agent Systems for Student Evaluation in Collaborative Game Software</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monica%20Hoeldtke%20Pietruchinski">Monica Hoeldtke Pietruchinski</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrey%20Ricardo%20Pimentel"> Andrey Ricardo Pimentel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of computer programming for beginners has been presented to the community as a not simple or trivial task. Several methodologies and research tools have been developed; however, the problem still remains. This paper aims to present multi-agent system architecture to be incorporated to the educational collaborative game software for teaching programming that monitors, evaluates and encourages collaboration by the participants. A literature review has been made on the concepts of Collaborative Learning, Multi-agents systems, collaborative games and techniques to teach programming using these concepts simultaneously. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture%20of%20multi-agent%20systems" title="architecture of multi-agent systems">architecture of multi-agent systems</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20evaluation" title=" collaborative evaluation"> collaborative evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20assessment" title=" collaboration assessment"> collaboration assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=gamifying%20educational%20software" title=" gamifying educational software"> gamifying educational software</a> </p> <a href="https://publications.waset.org/abstracts/35668/an-architectural-model-of-multi-agent-systems-for-student-evaluation-in-collaborative-game-software" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14285</span> Metacognition Skill on Collaborative Study with Self Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suratno">Suratno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognition thinking skills should be developed early on in learning. The aim of research builds metacognition thinking skills through collaborative learning with self-evaluation. Approach to action research study involving 32 middle school students in Jember Indonesia. Indicators metacognition skills consist of planning, information management strategies, comprehension monitoring, and debugging strategies. Data were analyzed by t test and analysis of instructional videos. Results of the study here were significant differences in metacognition skills before and after the implementation of collaborative learning with self-evaluation. Analysis instructional video showing the difference artifacts of student learning activities to learning before and after implementation of collaborative learning with self-evaluation. Self-evaluation makes students familiar practice thinking skills metacognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognition" title="metacognition">metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking%20skills" title=" thinking skills"> thinking skills</a> </p> <a href="https://publications.waset.org/abstracts/34574/metacognition-skill-on-collaborative-study-with-self-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34574.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14284</span> The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom and the Relationship between Them</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibraheem%20Alzahrani">Ibraheem Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified through given an example of the learning environment. Due to wiki characteristics, wiki can be used to understand the relationship between constructivist learning theory and collaborative learning environment. However, several evidences will come in this paper to support the idea of why wiki is the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication; synchronous and asynchronous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20constructivist" title="social constructivist">social constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a> </p> <a href="https://publications.waset.org/abstracts/45458/the-role-of-the-constructivist-learning-theory-and-collaborative-learning-environment-on-wiki-classroom-and-the-relationship-between-them" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14283</span> Collaborative Learning Aspect for Training Hip and Knee Joint Anatomy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Mustafa">Nasir Mustafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the prerequisites required for an efficient diagnosis in a medical practice is to have a strong command of both functional and clinical anatomy. In this study, we introduce a new collaborative approach to the effective teaching of the knee and hip joints. In the present teaching model, anatomists, orthopedists and physical therapists present the anatomy of the hip and knee joints in small groups. Courses for the hip and knee joints were scheduled during the early stages of the medical curriculum. Students of nursing and physical therapy were grouped together to sensitize to the importance of a collaborative effort. The study results clearly demonstrate that nursing students and physical therapy students appreciated this teaching approach. The collaborative approach further proved to be a suitable method to teach both functional and clinical anatomy of the hip and knee joints. Aside from this training, a collaborative approach between medical students and physical therapy students was also successful for a healthcare organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hip%20and%20knee%20joint%20anatomy" title="hip and knee joint anatomy">hip and knee joint anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=Anatomy%20teaching" title=" Anatomy teaching"> Anatomy teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nursing%20students" title=" Nursing students"> Nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=Physiotherapy%20students" title=" Physiotherapy students"> Physiotherapy students</a> </p> <a href="https://publications.waset.org/abstracts/166164/collaborative-learning-aspect-for-training-hip-and-knee-joint-anatomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166164.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14282</span> Building Knowledge Partnership for Collaborative Learning in Higher Education – An On-Line ‘Eplanete’ Knowledge Mediation Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a knowledge mediation platform, “ePLANETe Blue” that addresses the challenge of building knowledge partnerships for higher education. The purpose is to present, as an institutional perception, the ‘ePLANETe' idea and functionalities as a practical and pedagogical innovation program contributing to the collaborative learning goals in higher education. In consequence, the set of functionalities now amalgamated in ‘ePLANETe’ can be seen as an investigation of the challenges of “Collaborative Learning Digital Process.” It can exploit the system to facilitate collaborative education, research and student learning in higher education. Moreover, the platform is projected to support the identification of best practices at explicit levels of action and to inspire knowledge interactions in a “virtual community” and thus to advance in deliberation and learning evaluation of higher education through the engagement of collaborative activities of different sorts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mediation" title="mediation">mediation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberation" title=" deliberation"> deliberation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/164723/building-knowledge-partnership-for-collaborative-learning-in-higher-education-an-on-line-eplanete-knowledge-mediation-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164723.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14281</span> A Methodology for Sustainable Interoperability within Collaborative Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aicha%20Koulou">Aicha Koulou</a>, <a href="https://publications.waset.org/abstracts/search?q=Norelislam%20El%20Hami"> Norelislam El Hami</a>, <a href="https://publications.waset.org/abstracts/search?q=Nabil%20Hmina"> Nabil Hmina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims at presenting basic concepts and principles in order to develop a methodology to set up sustainable interoperability within collaborative networks. Definitions and clarifications related to the concept of interoperability and sustainability are given. Interoperability levels and cycle that are components supporting the methodology are presented; a structured approach and related phases are proposed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Interoperability" title="Interoperability">Interoperability</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20networks" title=" collaborative networks"> collaborative networks</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20Interoperability" title=" sustainable Interoperability"> sustainable Interoperability</a> </p> <a href="https://publications.waset.org/abstracts/128857/a-methodology-for-sustainable-interoperability-within-collaborative-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128857.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14280</span> Understanding of the Impact of Technology in Collaborative Programming for Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Selene%20Molina-Moreno">Nadia Selene Molina-Moreno</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Susana%20Avila-Garcia"> Maria Susana Avila-Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Bianchetti"> Marco Bianchetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcelina%20Pantoja-Flores"> Marcelina Pantoja-Flores</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual Programming Tools available are a great tool for introducing children to programming and to develop a skill set for algorithmic thinking. On the other hand, collaborative learning and pair programming within the context of programming activities, has demonstrated to have social and learning benefits. However, some of the online tools available for programming for children are not designed to allow simultaneous and equitable participation of the team members since they allow only for a single control point. In this paper, a report the work conducted with children playing a user role is presented. A preliminary study to cull ideas, insights, and design considerations for a formal programming course for children aged 8-10 using collaborative learning as a pedagogical approach was conducted. Three setups were provided: 1) lo-fi prototype, 2) PC, 3) a 46' multi-touch single display groupware limited by the application to a single touch entry. Children were interviewed at the end of the sessions in order to know their opinions about teamwork and the different setups defined. Results are mixed regarding the setup, but they agree to like teamwork. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20programming" title=" collaborative programming"> collaborative programming</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20programming" title=" visual programming"> visual programming</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-touch%20tabletop" title=" multi-touch tabletop"> multi-touch tabletop</a>, <a href="https://publications.waset.org/abstracts/search?q=lo-fi%20prototype" title=" lo-fi prototype"> lo-fi prototype</a> </p> <a href="https://publications.waset.org/abstracts/71685/understanding-of-the-impact-of-technology-in-collaborative-programming-for-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14279</span> Application of Artificial Immune Systems Combined with Collaborative Filtering in Movie Recommendation System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei-Chann%20Chang">Pei-Chann Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jhen-Fu%20Liao"> Jhen-Fu Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Hung%20Teng"> Chin-Hung Teng</a>, <a href="https://publications.waset.org/abstracts/search?q=Meng-Hui%20Chen"> Meng-Hui Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research combines artificial immune system with user and item based collaborative filtering to create an efficient and accurate recommendation system. By applying the characteristic of antibodies and antigens in the artificial immune system and using Pearson correlation coefficient as the affinity threshold to cluster the data, our collaborative filtering can effectively find useful users and items for rating prediction. This research uses MovieLens dataset as our testing target to evaluate the effectiveness of the algorithm developed in this study. The experimental results show that the algorithm can effectively and accurately predict the movie ratings. Compared to some state of the art collaborative filtering systems, our system outperforms them in terms of the mean absolute error on the MovieLens dataset. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20immune%20system" title="artificial immune system">artificial immune system</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20filtering" title=" collaborative filtering"> collaborative filtering</a>, <a href="https://publications.waset.org/abstracts/search?q=recommendation%20system" title=" recommendation system"> recommendation system</a>, <a href="https://publications.waset.org/abstracts/search?q=similarity" title=" similarity"> similarity</a> </p> <a href="https://publications.waset.org/abstracts/5057/application-of-artificial-immune-systems-combined-with-collaborative-filtering-in-movie-recommendation-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5057.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">536</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14278</span> Multidisciplinary and Multilevel Design Methodology of Unmanned Aerial Vehicles using Enhanced Collaborative Optimization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pedro%20F.%20Albuquerque">Pedro F. Albuquerque</a>, <a href="https://publications.waset.org/abstracts/search?q=Pedro%20V.%20Gamboa"> Pedro V. Gamboa</a>, <a href="https://publications.waset.org/abstracts/search?q=Miguel%20A.%20Silvestre"> Miguel A. Silvestre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present work describes the implementation of the Enhanced Collaborative Optimization (ECO) multilevel architecture with a gradient-based optimization algorithm with the aim of performing a multidisciplinary design optimization of a generic unmanned aerial vehicle with morphing technologies. The concepts of weighting coefficient and a dynamic compatibility parameter are presented for the ECO architecture. A routine that calculates the aircraft performance for the user defined mission profile and vehicle’s performance requirements has been implemented using low fidelity models for the aerodynamics, stability, propulsion, weight, balance and flight performance. A benchmarking case study for evaluating the advantage of using a variable span wing within the optimization methodology developed is presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary" title="multidisciplinary">multidisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel" title=" multilevel"> multilevel</a>, <a href="https://publications.waset.org/abstracts/search?q=morphing" title=" morphing"> morphing</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20collaborative%20optimization" title=" enhanced collaborative optimization"> enhanced collaborative optimization</a> </p> <a href="https://publications.waset.org/abstracts/18259/multidisciplinary-and-multilevel-design-methodology-of-unmanned-aerial-vehicles-using-enhanced-collaborative-optimization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">929</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14277</span> Collaborative Planning and Forecasting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neha%20Asthana">Neha Asthana</a>, <a href="https://publications.waset.org/abstracts/search?q=Vishal%20Krishna%20Prasad"> Vishal Krishna Prasad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collaborative planning and forecasting are the innovative and systematic approaches towards productive integration and assimilation of data synergized into information. The changing and variable market dynamics have persuaded global business chains to incorporate collaborative planning and forecasting as an imperative tool. Thus, it is essential for the supply chains to constantly improvise, update its nature, and mould as per changing global environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20transfer" title="information transfer">information transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=forecasting" title=" forecasting"> forecasting</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20chain%20management" title=" supply chain management"> supply chain management</a> </p> <a href="https://publications.waset.org/abstracts/7060/collaborative-planning-and-forecasting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14276</span> Predictive Power of Achievement Motivation on Student Engagement and Collaborative Problem Solving Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theresa%20Marie%20Miller">Theresa Marie Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=Ma.%20Nympha%20Joaquin"> Ma. Nympha Joaquin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to check the predictive power of social-oriented and individual-oriented achievement motivation on student engagement and collaborative problem-solving skills in mathematics. A sample of 277 fourth year high school students from the Philippines were selected. Surveys and videos of collaborative problem solving activity were used to collect data from respondents. The mathematics teachers of the participants were interviewed to provide qualitative support on the data. Systemaitc correlation and regression analysis were employed. Results of the study showed that achievement motivations−SOAM and IOAM− linearly predicted student engagement but was not significantly associated to the collaborative problem-solving skills in mathematics. Student engagement correlated positively with collaborative problem-solving skills in mathematics. The results contribute to theorizing about the predictive power of achievement motivations, SOAM and IOAM on the realm of academic behaviors and outcomes as well as extend the understanding of collaborative problem-solving skills of 21st century learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20motivation" title="achievement motivation">achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20problem-solving%20skills" title=" collaborative problem-solving skills"> collaborative problem-solving skills</a>, <a href="https://publications.waset.org/abstracts/search?q=individual-oriented%20achievement%20motivation" title=" individual-oriented achievement motivation"> individual-oriented achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=social-oriented%20achievement%20motivation" title=" social-oriented achievement motivation"> social-oriented achievement motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/56571/predictive-power-of-achievement-motivation-on-student-engagement-and-collaborative-problem-solving-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56571.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14275</span> Collaborative and Experimental Cultures in Virtual Reality Journalism: From the Perspective of Content Creators </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radwa%20Mabrook">Radwa Mabrook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual Reality (VR) content creation is a complex and an expensive process, which requires multi-disciplinary teams of content creators. Grant schemes from technology companies help media organisations to explore the VR potential in journalism and factual storytelling. Media organisations try to do as much as they can in-house, but they may outsource due to time constraints and skill availability. Journalists, game developers, sound designers and creative artists work together and bring in new cultures of work. This study explores the collaborative experimental nature of VR content creation, through tracing every actor involved in the process and examining their perceptions of the VR work. The study builds on Actor Network Theory (ANT), which decomposes phenomena into their basic elements and traces the interrelations among them. Therefore, the researcher conducted 22 semi-structured interviews with VR content creators between November 2017 and April 2018. Purposive and snowball sampling techniques allowed the researcher to recruit fact-based VR content creators from production studios and media organisations, as well as freelancers. Interviews lasted up to three hours, and they were a mix of Skype calls and in-person interviews. Participants consented for their interviews to be recorded, and for their names to be revealed in the study. The researcher coded interviews’ transcripts in Nvivo software, looking for key themes that correspond with the research questions. The study revealed that VR content creators must be adaptive to change, open to learn and comfortable with mistakes. The VR content creation process is very iterative because VR has no established work flow or visual grammar. Multi-disciplinary VR team members often speak different languages making it hard to communicate. However, adaptive content creators perceive VR work as a fun experience and an opportunity to learn. The traditional sense of competition and the strive for information exclusivity are now replaced by a strong drive for knowledge sharing. VR content creators are open to share their methods of work and their experiences. They target to build a collaborative network that aims to harness VR technology for journalism and factual storytelling. Indeed, VR is instilling collaborative and experimental cultures in journalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20culture" title="collaborative culture">collaborative culture</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20creation" title=" content creation"> content creation</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20culture" title=" experimental culture"> experimental culture</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/103141/collaborative-and-experimental-cultures-in-virtual-reality-journalism-from-the-perspective-of-content-creators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103141.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14274</span> Collaborative Leadership in a Post-COVID-19 Era in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norah%20Alshayhan">Norah Alshayhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dealing with public problems is one of the struggles that may face the leaders in the public sector. Collaborative leadership is one of the most important approaches in dealing with difficult situations that affect both public, private, and nonprofit organizations. Current literature does not show exactly the extent of utilizing collaborative leadership during the post-COVID-19 world in Saudi Arabia. This study is worth exploring in order to examine collaborative leadership in similar environments. This research will utilize both integrative public leadership and transformational leadership theories to guide the researcher in answering the research question. The researcher utilizes content analysis and reviews government documents, plans, and reports to gain more information about collaborative leadership in Saudi Arabia. The researcher analyzes the data in themes and sub-themes to categorize the data in answering the research question. Leader’s behavior and performance in the public sector will be the focus of this study. Findings from this research will benefit leaders in both public, private, and nonprofit sectors in their leadership during a post-disaster time. Findings from this study support collaborative leadership practices and performance in leading future post-crises/disasters. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20leadership" title="collaborative leadership">collaborative leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=post-COVID-19" title=" post-COVID-19"> post-COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/179244/collaborative-leadership-in-a-post-covid-19-era-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">70</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14273</span> A Collaborative Teaching and Learning Model between Academy and Industry for Multidisciplinary Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moon-Soo%20Kim">Moon-Soo Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to cope with the increasing demand for multidisciplinary learning between academy and industry, a collaborative teaching and learning model and related operational tools enabling applications to engineering education are essential. This study proposes a web-based collaborative framework for interactive teaching and learning between academy and industry as an initial step for the development of a web- and mobile-based integrated system for both engineering students and industrial practitioners. The proposed web-based collaborative teaching and learning framework defines several entities such as learner, solver and supporter or sponsor for industrial problems, and also has a systematic architecture to build information system including diverse functions enabling effective interaction among the defined entities regardless of time and places. Furthermore, the framework, which includes knowledge and information self-reinforcing mechanism, focuses on the previous problem-solving records as well as subsequent learners’ creative reusing in solving process of new problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching%20and%20learning%20model" title="collaborative teaching and learning model">collaborative teaching and learning model</a>, <a href="https://publications.waset.org/abstracts/search?q=academy%20and%20industry" title=" academy and industry"> academy and industry</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20collaborative%20framework" title=" web-based collaborative framework"> web-based collaborative framework</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reinforcing%20mechanism" title=" self-reinforcing mechanism"> self-reinforcing mechanism</a> </p> <a href="https://publications.waset.org/abstracts/86272/a-collaborative-teaching-and-learning-model-between-academy-and-industry-for-multidisciplinary-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14272</span> Collaborative Reflexive/Reflective Teaching and Action Research in TESL </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20F.%20Elkommos">O. F. Elkommos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=addressing%20differentiation" title=" addressing differentiation"> addressing differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title=" collaborative teaching"> collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20teaching%20and%20learning" title=" reflective teaching and learning"> reflective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20learning" title=" reflexive learning"> reflexive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20teaching" title=" reflexive teaching"> reflexive teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=self-development" title=" self-development"> self-development</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=TESL" title=" TESL"> TESL</a> </p> <a href="https://publications.waset.org/abstracts/111279/collaborative-reflexivereflective-teaching-and-action-research-in-tesl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14271</span> Environmental Corporate Social Responsibility in Industrial Cities: A Collaborative Governance Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhlisin">Muhlisin</a>, <a href="https://publications.waset.org/abstracts/search?q=Moh.%20Sofyan%20Budiarto"> Moh. Sofyan Budiarto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Corporate social responsibility (CSR) initiatives based on charity and philanthropy have not alleviated many sustainable environmental issues, particularly in industrial towns. The collaborative governance strategy is seen to be an option for resolving difficulties of coordination and communication between businesses, the government, and the community so that the goals of urban environmental management can be met via collaborative efforts. The purpose of this research is to identify the different forms of environmental CSR implementation by corporate entities and to create a CSR collaborative governance model in environmental management. This qualitative investigation was carried out in 2020 in Cilegon City, one of Indonesia’s industrial cities. To investigate their support, a total of 20 informants from three stakeholder groups, namely the government, corporate entities, and the community, were questioned. According to the study’s findings, cleaner production, eco-office, energy and natural resource conservation, waste management, renewable energy, climate change adaptation, and environmental education are all examples of CSR application in the environmental sector. The environmental potential of CSR implementation is to create collaborative governance. The role of business entities in providing the beginning circumstances is critical, while the government offers facilitative leadership and the CSR forum launches institutional design. These three factors are crucial to the efficiency of collaborative governance in industrial cities' environmental management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20governance" title="collaborative governance">collaborative governance</a>, <a href="https://publications.waset.org/abstracts/search?q=CSR%20forum" title=" CSR forum"> CSR forum</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20CSR" title=" environmental CSR"> environmental CSR</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20city" title=" industrial city"> industrial city</a> </p> <a href="https://publications.waset.org/abstracts/151618/environmental-corporate-social-responsibility-in-industrial-cities-a-collaborative-governance-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14270</span> Ubiquitous Collaborative Learning Activities with Virtual Teams Using CPS Processes to Develop Creative Thinking and Collaboration Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitthichai%20Laisema">Sitthichai Laisema</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a research and development which is intended to: 1) design ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills, and 2) assess the suitability of the ubiquitous collaborative learning activities. Its methods are divided into 2 phases. Phase 1 is the design of ubiquitous collaborative learning activities with virtual teams using CPS processes, phase 2 is the assessment of the suitability of the learning activities. The samples used in this study are 5 professionals in the field of learning activity design, ubiquitous learning, information technology, creative thinking, and collaboration skills. The results showed that ubiquitous collaborative learning activities with virtual teams using CPS processes to develop creative thinking and collaboration skills consist of 3 main steps which are: 1) preparation before learning, 2) learning activities processing and 3) performance appraisal. The result of the learning activities suitability assessment from the professionals is in the highest level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title="ubiquitous learning">ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20team" title=" virtual team"> virtual team</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20problem%20solving" title=" creative problem solving"> creative problem solving</a> </p> <a href="https://publications.waset.org/abstracts/30649/ubiquitous-collaborative-learning-activities-with-virtual-teams-using-cps-processes-to-develop-creative-thinking-and-collaboration-skills" class="btn btn-primary btn-sm">Procedia</a> <a 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